Which represents the solution(s) of the graphed system of equations, y=x²+x-2 and y = 2x - 2?

Answer:

50 %

Step-by-step explanation:

i think this is the answer

The combined capacity is given by (f+g) m = 2m² +32 m +210

An equation is defined as a mathematical statement used to relate a dependent and an independent variable.

The equation that gives the capacity of machine 1 is

f(m) = (m+4)² +100

and

The equation that gives the capacity of machine 2 is

g(m) = (m + 12)² -50

The total capacity of both the machine is given by

f(m) + g(m) =  (m+4)² +100 +(m + 12)² -50

(f+g) m = 2m² +32 m +210

Therefore the combined capacity is given by (f+g) m = 2m² +32 m +210

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Answer:

(4, 3)

Step-by-step explanation:

#1. Isolate x:

3x + y = 15

y = 15 - 3x

Substitute and solve for x:

5x - 3y = 11

5x - 3(15 - 3x) = 11

5x - 45 + 9x = 11

5x + 9x = 11 + 45

14x = 56

x = 4

Substitute and solve for y:

y = 15 - 3x

y = 15 - 3(4)

y = 15 - 12

y = 3

Answer:

===================

If we are looking for substitution, then should solve one of the equations for one of the variables. This will allow us to substitute same into other equation and solve for the other variable.

Let's see what would be easy solution.

Solving for x is not straight away (we isolate x and divide all terms by its coefficient) as it has coefficient of 3.

Solving for y is easy, we just need to isolate it:

Both of the variables have coefficients that are not factors of the constant term, so the easiest option is to solve the first equation for y.

This gives us the answer choice C.

Answer:

x = 32

Step-by-step explanation:

Angle <X and angle <Z is has same measure because they are congruent angles so we can write the following equation:

6x - 60 = 2x + 68 transfer like terms to the same side of the equation

6x - 2x = 68 + 60 subtract/add

4x = 128 divide both sides by 4

x = 32

To find the measure of angle <Z and length of WY replace x with the value we found

WY = 3*32 + 5

WY = 101

m<Z = 2*32 + 68

m<Z = 132

Answer:

each bush is $23 and each tree is $47

Step-by-step explanation:

The statements that justify that the dilation of triangle STU is an enlargement increasing its size by the magnitude of the scale factor include:

A. The triangle pre-image is closer to the point of dilation than the image.

D. The value of the scale factor, 6, is greater than1.

It should be noted that dilation refers to the transformation of an object.

In this case, the triangle pre-image is closer to the point of dilation than the image and the value of the scale factor, 6, is greater than1.

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Answer:

(-1,3)

Step-by-step explanation:

You just need to see how the shape connects

The radical equation that has an extraneous solution is 5✓x + 10 - 15 = 30

Based on the information given, the radical equation that has an extraneous solution is 5✓x + 10 - 15 = 30.

This will be:

5✓x + 10 - 15 = 30

Collect like terms

5✓x = 30 - 10 + 15

5✓x = 35

✓x = 35/5

✓x = 7

x = 7² = 49

The equation that does not have an extraneous solution will be ✓x + 1 + 7 = 4. Here, ✓x = -4 and has no solution.

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The confidence interval for the mean level of carbon dioxide present in the facility is (806.05,828.91) and the critical value is 2.77 which is used to find out the confidence interval.

Given measurement of carbon dioxide :828.1,812.1,805.9,810,831.3

We have to construct a confidence interval for 95% for the mean level of carbon dioxide present in the facility.

n=5

sample mean=817.48 (calculated in figure)

sample standard deviation=[tex]\sqrt{(x_ -x_{bar} )^{2} /n-1 }[/tex]

=[tex]\sqrt{522.768/4}[/tex]

=11.43

We have to apply t test as n<30

t critical at 95% with degree of freedom=4              (5-1)

=2.77

Confidence interval=X bar ±standard error

Standard error= t*s/[tex]\sqrt{n}[/tex]

=2.77*11.43/[tex]\sqrt{5}[/tex]

=14.13

Lower boundary=817.48-11.43

=806.05

Upper boundary=817.48+11.43

=828.91

Hence the confidence interval is (806.05,828.91).

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Step-by-step explanation:

The equation of a circle is usually in the form: [tex](x-h)^2+(y-k)^2=r^2[/tex] where (h, k) is the center and r is the radius. With the information you provided you would have the equation: [tex](x+3)^2+(y-4)^2=16[/tex]. I'm a bit confused by "solve the equation of a circle" do you mean solve for y? if so you would just do

Original Equation:

[tex](x+3)^2+(y-4)^2=16[/tex]

Subtract (x+3)^2 from both sides

[tex](y-4)^2=-(x+3)^2+16[/tex]

Take the square root of both sides

[tex]y-4 = \pm\sqrt{-(x+3)^2+16}[/tex]

add 4 to both sides

[tex]y=\pm(\sqrt{-(x+3)^2+16})+4[/tex]

and then just change the sign to negative or positive depending on what half of the circle you want

Let's take this problem step-by-step:

I will assume that you want the standard form of the equation of the circle:

      ⇒ standard form: [tex](x-h)^2 +(y-k)^2=r^2[/tex]

LEt's plug in the known values

   [tex](x-(-3))^2+(y-4)^2 = 4^2\\(x+3)^2+(y-4)^2=16[/tex]

Answer: (x+3)² + (y-4)² = 16

Hope that helps!

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Answer: m=n=3

Step-by-step explanation:

Reflecting across the y=0, in other words, the x-axis, means

[tex](x,y) \longrightarrow (x,-y)[/tex]

So, [tex]p(m,5-n) \longrightarrow p'(m,n-5)=p'(2m-3, 2n-8)[/tex]

This gives us the system

[tex]m=2m-3 \longrightarrow \boxed{m=3}\\\\n-5=2n-8 \longrightarrow \boxed{n=3}[/tex]

The inverse of the equation y = x² - 4, x≤ 0​ is [tex]y = \sqrt{x + 4[/tex]

The equation is given as:

y = x² - 4, x≤ 0​

Swap the x and y values

x = y² - 4

Add 4 to both sides

y² = x + 4

Take the square root of both sides

[tex]y = \sqrt{x + 4[/tex]

Hence, the inverse of the equation y = x² - 4, x≤ 0​ is [tex]y = \sqrt{x + 4[/tex]

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2) [tex]\overline{AG} \cong \overline{GC}[/tex] (a segment bisector divides a segment into two congruent segments)

3) [tex]\overline{EG} \cong \overline{GF}[/tex] (a segment bisector divides a segment into two congruent segments)

4) [tex]\angle AGE \cong \angle FGC[/tex] (vertical angles are congruent)

5) [tex]\triangle AGE \cong \triangle CGF[/tex] (SAS)

6) [tex]\angle FCG \cong \angle GAE[/tex] (CPCTC)

7) [tex]\overline{AE} \parallel \overline{FC}[/tex] (converse of alternate interior angles theorem)

8) [tex]\overline{AB} \parallel \overline{CD}[/tex] (segments collinear with parallel segments are parallel)

9) [tex]\angle DAC \cong \angle ACB[/tex] (alternate interior angles theorem)

10) [tex]\angle DAB \cong \angle DCB[/tex] (congruent angles added to congruent angles form congruent angles)

11) [tex]ABCD[/tex] is a parallelogram (a quadrilateral with two pairs of opposite congruent angles in a parallelogram)

The coordinates of point P on the directed line segment from R to Q such that P is the length of the line segment from R to Q is; (-3.5, 2.3)

We are to find the coordinates of point P on the directed line segment from R to Q such that P is 5/6 the length of the line segment from R to Q.

We are to find the coordinates of point P.

The ratio in which the point 'P' dives the line segment RQ will be;

m:n = 5:1

The coordinates of the end-points of line segment RQ are

R(4, -1)  and  Q(-5, 3).

If a point H divides a line segment with end points (p, q) and (s, t) in the ratio m : n, then the coordinates of the point H are;

H = [(ms + np)/(m + n)], [(mt + nq)/(m + n)]

H = [(5*-5 + 1*4)/(5 + 1)], [(5*3 + 1*-1)/(5 + 1)]

H = (-21/6, 14/6)

H = (-3.5, 2.3)

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Answer:

-3.5, 2.3

Step-by-step explanation:

That's what the other person said

The three positive integer that has mean of 5 and range of 10 will be 0, 5, 10.

The analysis of mathematical representations is algebra, and the handling of those symbols is logic.

Let the three positive number be (a – d), (a), and (a + d).

Then the mean of the number will be 5. Then we have

5 = (a – d + a + a + d) / 3

5 = (3a) / 3

a = 5

Then the range will be 10. Then we have

(a + d) – (a – d) = 10

   a + d – a + d = 10

                   2d = 10

                     d = 5

Then the three positive integer that has mean of 5 and range of 10 will be 0, 5, 10.

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In a research of investigating the effects of working in crowded versus uncrowded conditions on the job satisfaction of employees in a variety of work setting , working is a depending variable and crowding is an independent variable.

Given aim of the research is to investigate the effects of working in crowded conditions and uncrowded conditions.

We know that depending variable is a variable whose value is dependent on the other variable. Independent variable is a variable whose value does not dependent on the other variables.

In the given question working may be affected negatively in crowded environment means there will be less work in crowded environment and more work in uncrowded environment.

Hence the depending variable in research is working.

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Answer:

The transformation of an organism throughout life :)

Step-by-step explanation:

This can be seen through the life of frogs, butterflies, moths, and more!

Have an amazing day!!

Please rate and mark brainliest!!

Notice how Pattern 2 is Pattern 1 with 4 balls added in the bottom row.

Pattern 3 is Pattern 2 with 5 more balls.

Pattern 4 is Pattern 3 with 6 more balls.

Generalizing the trend, we expect Pattern [tex]n[/tex] to be identical to Pattern [tex]n-1[/tex] with [tex]n+2[/tex] more balls.

If [tex]b_n[/tex] is the number of balls in the [tex]n[/tex]-th pattern, then we have the recursive relation

[tex]\begin{cases} b_1 = 6 \\ b_n = b_{n-1} + n + 2 & \text{for } n>1 \end{cases}[/tex]

We can solve this recurrence by substitution. Using the definition of [tex]b_n[/tex], we have

[tex]b_{n-1} = b_{n-2} + (n-1) + 2 \\\\ \implies b_n = (b_{n-2} + (n-1) + 2) + n + 2 \\\\ \implies b_n = b_{n-2} + 2\times2 + \bigg(n + (n-1)\bigg)[/tex]

[tex]b_{n-2} = b_{n-3} + (n-2) + 2 \\\\ \implies b_n = (b_{n-3} + (n-2) + 2) + 2\times 2 + \bigg(n + (n-1)\bigg) \\\\ \implies b_n = b_{n-3} + 3\times2 + \bigg(n + (n-1) + (n-2)\bigg)[/tex]

and so on, down to

[tex]b_n = b_1 + (n-1)\times2 + \bigg(n + (n-1) + (n-2) + \cdots + 2\bigg)[/tex]

Recall that

[tex]\displaystyle \sum_{i=1}^n i = 1 + 2 + 3 + \cdots + n = \frac{n(n+1)}2[/tex]

Then we find

[tex]\displaystyle b_n = 6 + 2(n-1) + \sum_{i=2}^n i[/tex]

[tex]\displaystyle b_n = 2n + 4 + \left(\sum_{i=1}^n i - 1\right)[/tex]

[tex]\displaystyle b_n = 2n + 3 + \frac{n(n+1)}2[/tex]

[tex]\displaystyle \boxed{b_n = \frac{n^2+5n+6}2}[/tex]

Answer:

28balls

Step-by-step explanation:

according to me:

from pattern 1 to 2 four balls were added

from 2 to 3 five balls were added

from 3 to 4 6 balls were added

so you can see that there is a certain sequence that is coming up

that is 4,5,6 so just added 7.

so 21 plus other 7 balls will give us 28 balls

Parallel lines admit equal slopes.

Answer:

24

Step-by-step explanation:

put one fruit cup and banana in each bag

the teacher can make the greatest number of snack bags, which is 12, while ensuring that all the bags contain an equal number of fruit cups and bananas.

To find the greatest number of snack bags that the teacher can make while ensuring that all the bags are exactly the same, you need to determine the common factors of the quantities of fruit cups (36) and bananas (24). The greatest number of bags will be determined by the greatest common factor (GCF) of these two numbers.

Let's find the GCF of 36 and 24:

1. List the factors of 36: 1, 2, 3, 4, 6, 9, 12, 18, 36

2. List the factors of 24: 1, 2, 3, 4, 6, 8, 12, 24

Now, identify the common factors from both lists:

Common factors: 1, 2, 3, 4, 6, 12

The greatest common factor among these common factors is 12.

So, the teacher can make the greatest number of snack bags, which is 12, while ensuring that all the bags contain an equal number of fruit cups and bananas.

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The given value of x will be found in a right-angled triangle with a base of length 5.2 units and perpendicular of length 3.1 units.

What is a right-angled triangle?

A triangle is said to be a right-angled triangle if one of its inner angles is 90 degrees, or if any one of its angles makes a right angle.

What is the value of x?

(Consider the given figure for reference)

[tex]tan x=\frac{perpendicular}{base}[/tex]

As seen from the figure,

perpendicular = 3.1 units

base = 5.2 units

∴ [tex]tan x =\frac{3.1}{5.2}[/tex]

⇒ [tex]x=tan^{-1} \frac{3.1}{5.2}[/tex]

This is the required value of x.

Therefore, it can concluded that the value of x in a right-angled triangle with a base of length 5.2 units and perpendicular of length 3.1 units is equal to [tex]tan^{-1}\frac{3.1}{5.2}[/tex]

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Answer: d

Step-by-step explanation:

edge 2023

The data life cycle and the data analysis process are interrelated concepts, with the data analysis process being a key component of the broader data life cycle. Both processes play crucial roles in managing and leveraging data for informed decision-making and insights generation.

The data life cycle and the data analysis process are closely related concepts within the broader field of data management and analytics. They both involve the handling, processing, and utilization of data, but they focus on different stages and aspects of this overall process. Let's explore their relationship, similarities, and differences:

1. Data Life Cycle:

The data life cycle refers to the journey that data goes through from its creation or acquisition to its eventual disposal or archival. It encompasses various stages that data passes through during its lifecycle, including:

Collection: Data is collected from various sources, such as sensors, surveys, databases, or external datasets.

Storage: Data is stored in appropriate data storage systems, which could be databases, data warehouses, or cloud storage.

Processing: Data is cleaned, transformed, and organized to make it suitable for analysis. This may involve data preprocessing, transformation, and integration.

Analysis: Data is analyzed using various techniques to extract insights, patterns, and meaningful information.

Visualization: Results of the analysis are often presented visually using charts, graphs, and dashboards to communicate findings effectively.

Interpretation: Analysts interpret the results of the analysis in the context of the problem or question at hand.

2. Data Analysis Process:

The data analysis process specifically focuses on the steps involved in deriving insights, patterns, and information from the data. It can be thought of as a subset of the data life cycle, concentrating on the stages from data processing through analysis, visualization, interpretation, and decision-making.

Similarities:

Interconnectedness: The data analysis process is a significant part of the data life cycle, as the insights derived from analysis can influence decisions at various stages of the cycle.

Data Preparation: Both processes involve data preparation, transformation, and cleaning to ensure that the data is suitable for analysis and downstream use.

Decision-Making: Both processes contribute to decision-making, with the data analysis process providing insights that inform decisions made within the data life cycle.

Differences:

Scope: The data life cycle covers the entire journey of data, from creation to disposal, while the data analysis process is a narrower focus on deriving insights and information from the data.

Stages: The data life cycle includes stages such as data collection, storage, and archival, which are not part of the core data analysis process.

Purpose: The primary purpose of the data life cycle is to manage data throughout its lifecycle, ensuring data integrity, security, and compliance. The primary purpose of the data analysis process is to extract meaningful information and insights to address specific questions or problems.

Timeframe: The data analysis process typically occurs after the data has been collected and processed, whereas the data life cycle encompasses the entire timeline of data existence.

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We would bid $0 as the expected value of this game is always negative.

I’ll assume that cash means there will not be fractions of a dollar in the box. Let X be the payout of the box and Y be the amount that we pay for the box after bidding. Then we have

P(X)=1.5X−Y, X≤Y

as ur profit function. Since E[P(X)]=1.5E[X]−Y, we first need to find the expected value of X and Y. Each integer between 0 and 1000 is equally likely to be in the box

(P(X=x)={1}/{1001}

Since we only realize the payout of the box if X≤Y we only need to sum up to Y:

E[X]= x=0∑Y1/1001 = Y(Y+1)/2002

To find the expected value of Y, note that we will pay Y dollars for the box if X≤Y and 0 otherwise. Given a Y, the probability that X≤Y is {Y+1}/{1001}

since each potential value of X shy of Y has probability {1}/{1001}

Then{E}[Y] = {Y(Y+1)}/{1001}

It follows that

[tex]\begin{aligned} \mathbb{E}[P(X)] &= 1.5\mathbb{E}[X] - E[Y] = \frac{1.5Y(Y+1)}{2002} - \frac{Y(Y+1)}{1001} \\ &= \frac{-3Y(Y+1)}{4004} \end{aligned}[/tex]

E[P(X)]=1.5E[X]−E[Y]= 1.5Y(Y+1)/2002  − Y(Y+1)​/1001 = −3Y(Y+1)/4004

which is always negative so we should not bid any amount for the box. Our optimal bid then is $0, with expected payoff $0. Note that my original assumption was the impetus for using a summation; should I have assumed that any value was possible in the box, then we would have to approach X as though it were a continuous variable.

So, We would bid $0 as the expected value of this game is always negative.

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​

Answer:

300 people.

Step-by-step explanation:

The number of people who like at least one of them is 300 people.

A Venn diagram is defined as a visual representation that makes use of circles to highlight the connections between different objects or limited groups of objects. Circles that overlap share certain characteristics, whereas circles that do not overlap do not.

Given data as :

In a survey conducted among the people

The number of people like to eat green vegetables = 200,

The number of people like fruits = 200 and

The number of people like both of them = 100

According to attached Venn-Diagram,

The number of people who like at least one of them = 100 + 100 + 100

The number of people who like at least one of them = 300

Hence, the number of people who like at least one of them is 300 people.

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Answer:

30.6

Step-by-step explanation:

The closest shape to a tree trunk is a cylinder.

Area of a cylinder: 1/3πr^2h

1/3πr^2h

1/3π(1.5)^2(13)

1/3π(2.25)(13)

1/3π(29.25)

30.6

[tex]\huge\text{Hey there!}[/tex]

[tex]\huge\textbf{Equation:}[/tex]

[tex]\mathbf{4t^2 - 2t - s}[/tex]

[tex]\huge\textbf{Solving:}[/tex]

[tex]\mathbf{4t^2 - 2t - s}[/tex]

[tex]\mathbf{= 4(4)^2 - 2(4) - 5}[/tex]

[tex]\mathbf{= 4(4\times 4) - 2(4) - 5}[/tex]

[tex]\mathbf{= 4(16) - 2(4) - 5}[/tex]

[tex]\mathbf{= 64 - 2(4) - 5}[/tex]

[tex]\mathbf{= 64 - 8 - 5}[/tex]

[tex]\mathbf{= 56 - 5}[/tex]

[tex]\mathbf{= 51}[/tex]

[tex]\huge\textbf{Answer:}[/tex]

[tex]\huge\boxed{\textsf{Option B. 51}}\huge\checkmark[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]

Answer:

250

Step-by-step explanation:

mp=sp+d%of mp

x = 200+20÷100×x

100x-20x = 20000

x= 250

The attitude of Taylor in the given scenario can be classified as a; Watchdog

From the given narration about Taylor, we can see that she understood the laws applying to whales and knew what the whaling industry would be doing wrong, when they do so.  

Now, considering the fact that Taylor is not old enough to make a difference, politically, she has to tell others and keep an eye out. Thus, with this attitude, we can classify her to be a watchdog

The complete question is;

Taylor, a seventh grader at Juno Middle School, loves whales. She believes it is her duty to understand all laws that apply to the whaling industry and how this will affect the whales. She spends much time researching how officials are or aren't enforcing those laws. Taylor reports her findings to friends and family who can vote.

Taylor would be considered a;

A) watchdog

B) legal representative

C) leader of an interest group

D) member of the media

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Answer:

Below in bold.

Step-by-step explanation:

If the width is x feet then the length  is 10x feet, so:

2(x + 10x) = 1650

22x = 1650

x = 75 feet.

So the width is 75 feet and the length is 750 feet,

Answer: 4

Step-by-step explanation: